1. Wixson, Karen K., and Sheila W. Valencia. "Assessment in RTI: What Teachers and Specialists Need to Know." Reading Teacher 64.6 (2011): 466-469. Academic Search Complete. EBSCO. Web. 27 Apr. 2011. RTI is discussed in relation to students reading ability and how RTI can help teachers identify struggling students who potentially have a learning disability. Guidelines for literacy educators by the international reading association concerning RTI is mentioned. Also, it is argued that diagnostic assessments should be used in RTI because these tests are better at identifying learning disabilities. Reaction: RTI is a growing program that really only has positive effects. In this article they discuss the possibility of changing the way they access students by making the test a diagnostic accessment which I believe to be a good idea because as long as it increases accuracy of the testing, then it will only be good for the program. 2. Ball, Carrie R., and Beth A. Trammell. "Response-to-intervention in high-risk preschools: Critical issues for implementation." Psychology in the Schools 48.5 (2011): 502-512. Academic Search Complete. EBSCO. Web. 29 Apr. 2011. This article summarizes the current knowledge of RTI models in preschool settings and evaluates the strengths and weaknesses. Some things they see that are lacking are reliable accessment tools and insufficiently trained teachers. They concluded by saying RTI should focus on building teacher capacity as well as establishing high quality teaching instructions. Reaction: in order for any new program such as RTI to be successful, its imperative that the system is analyzed to ensure that the program is good. In this case, they realized that they need to give the teachers better tools to access students as well as training teachers how to have sufficient teaching plans. 3. Adam W. Anderson, et al. "Functional Correlates of Children's Responsiveness to Intervention." Developmental Neuropsychology 36.3 (2011): 288-301. Academic Search Complete. EBSCO. Web. 29 Apr. 2011. Functional imaging research shows evidence of changes in poor readers after instructional intervention. However little is known about functional correlates of responsiveness. By taking MRI’s of students “at risk for disability”, they compared activity in parts of the brain which can be helpful in the future. Reaction: in general its very hard to determine if a student has a LD because there are so many factors that can effect tests and evaluations. By taking a more scientific approach and actually scanning the brain, this can be a big step in more effectively diagnosing students who need help. 4.Gist, Deborah A. "Learning Disabilities and Response to Intervention (RTI)." Rhode Island Department of Elementary and Secondary Education. 02 Feb. 2006. Web. 29 Apr. 2011. <http://www.ride.ri.gov/Special_Populations/Programs_Services/Learning_Disabilities_and_Response_to_Intervention(RTI) This is RTIs official website. On the website, they offer information about the state criteria of RTI, what they do about if parents and the school have a debate on the state of a childs disabilities. They have outlines and pre made activities to help teachers with class material and how to teach kids with LD’s. Reaction: RTI has a very impressive website. For people just trying to learn more about RTI to parents who have questions to even potential teachers who need some activities for a class. Therefore I believe that RTI is a good program and its website further emphasizes that. 5. Zehr, Mary Ann. "RESPONSE TO INTERVENTION FOR ELLs." Education Week 29.5 (2009): 4-5. Academic Search Complete. EBSCO. Web. 28 Apr. 2011. In this article, they discuss how the RTI model for helping students is more effective in determining learning disabilities in a current english language learner and if they need further intervention. They also mention how regardless if the student definitely has LD, RTI still is a great support system for that struggling student and it would only help. Reaction: its important to monitor RTI and whether or not it actually is helping students. Apparently the approach that they use for RTI is very beneficial and even if the student doesn’t have an LD, RTI can still be a good program for students.
1. Wixson, Karen K., and Sheila W. Valencia. "Assessment in RTI: What Teachers and Specialists Need to Know." Reading Teacher 64.6 (2011): 466-469. Academic Search Complete. EBSCO. Web. 27 Apr. 2011.
RTI is discussed in relation to students reading ability and how RTI can help teachers identify struggling students who potentially have a learning disability. Guidelines for literacy educators by the international reading association concerning RTI is mentioned. Also, it is argued that diagnostic assessments should be used in RTI because these tests are better at identifying learning disabilities.
Reaction: RTI is a growing program that really only has positive effects. In this article they discuss the possibility of changing the way they access students by making the test a diagnostic accessment which I believe to be a good idea because as long as it increases accuracy of the testing, then it will only be good for the program.
2. Ball, Carrie R., and Beth A. Trammell. "Response-to-intervention in high-risk preschools: Critical issues for implementation." Psychology in the Schools 48.5 (2011): 502-512. Academic Search Complete. EBSCO. Web. 29 Apr. 2011.
This article summarizes the current knowledge of RTI models in preschool settings and evaluates the strengths and weaknesses. Some things they see that are lacking are reliable accessment tools and insufficiently trained teachers. They concluded by saying RTI should focus on building teacher capacity as well as establishing high quality teaching instructions.
Reaction: in order for any new program such as RTI to be successful, its imperative that the system is analyzed to ensure that the program is good. In this case, they realized that they need to give the teachers better tools to access students as well as training teachers how to have sufficient teaching plans.
3. Adam W. Anderson, et al. "Functional Correlates of Children's Responsiveness to Intervention." Developmental Neuropsychology 36.3 (2011): 288-301. Academic Search Complete. EBSCO. Web. 29 Apr. 2011.
Functional imaging research shows evidence of changes in poor readers after instructional intervention. However little is known about functional correlates of responsiveness. By taking MRI’s of students “at risk for disability”, they compared activity in parts of the brain which can be helpful in the future.
Reaction: in general its very hard to determine if a student has a LD because there are so many factors that can effect tests and evaluations. By taking a more scientific approach and actually scanning the brain, this can be a big step in more effectively diagnosing students who need help.
4. Gist, Deborah A. "Learning Disabilities and Response to Intervention (RTI)." Rhode Island Department of Elementary and Secondary Education. 02 Feb. 2006. Web. 29 Apr. 2011. <http://www.ride.ri.gov/Special_Populations/Programs_Services/Learning_Disabilities_and_Response_to_Intervention(RTI)
This is RTIs official website. On the website, they offer information about the state criteria of RTI, what they do about if parents and the school have a debate on the state of a childs disabilities. They have outlines and pre made activities to help teachers with class material and how to teach kids with LD’s.
Reaction: RTI has a very impressive website. For people just trying to learn more about RTI to parents who have questions to even potential teachers who need some activities for a class. Therefore I believe that RTI is a good program and its website further emphasizes that.
5. Zehr, Mary Ann. "RESPONSE TO INTERVENTION FOR ELLs." Education Week 29.5 (2009): 4-5. Academic Search Complete. EBSCO. Web. 28 Apr. 2011.
In this article, they discuss how the RTI model for helping students is more effective in determining learning disabilities in a current english language learner and if they need further intervention. They also mention how regardless if the student definitely has LD, RTI still is a great support system for that struggling student and it would only help.
Reaction: its important to monitor RTI and whether or not it actually is helping students. Apparently the approach that they use for RTI is very beneficial and even if the student doesn’t have an LD, RTI can still be a good program for students.